11th Grade Overview
Theme: Social Awareness
Video Production 2: This course builds on its Level One precursor “Delivering The Message” to deepen and refine the skills, experience, understanding and vocabulary that were introduced in that curriculum while training students to take on supervisory roles on their media projects. Level One required students to build on theories familiar from core classes, particularly English 9A, and hone them through the creation of media
projects. Level Two drills down within each of the topics introduced in Level One to provide more detail, technical information and contextual knowledge, helping students recognize the process of media creation as interdisciplinary and ongoing. The course supports academic state standards in Social Studies, Math and the Sciences and Common Core State Standards for secondary English Language Arts. At the same time, the sequence of lessons in “Refining The Message” is inspired by the project-based workflow students will engage in after school, regardless of their chosen career path. Students improve their analytical skills through a rigorous Linked Learning approach, drawing connections between literary concepts, styles and media itself, in order to create work that is current and relevant. As they plan, design, shoot, edit, distribute and exhibit their work, they learn about standards of professional performance and the protocols for success in a group-based environment. Students develop artistically and intellectually, as they face aesthetic and logistical challenges. They continue to develop the speaking, reading, writing and quantitative and qualitative problem-solving skills they have learned during their core classes and that they will use throughout their careers. Key Assignments: Detailed descriptions of all Key Assignments which should incorporate activities and projects, as well as, short answers and essay
The Essential Question is: “What are the most effective tools for establishing and preserving freedom?” Students practiced their research skills in their American History class while researching their Amendment for the poster portion of the assignment. As the students simultaneously read either the Scarlet Letter or The Crucible in their English classes, they work on the poster on their selected Constitutional Amendment. The issues and concepts of freedom, equal rights, individuality, and oppression will be connected through the English and U.S. History classes. Students used this information and background knowledge to either write a script on ‘being accused of something they did not do’ in their Video class, or create and draw a character that represents these issues in the Art class.
The Essential Question for the second semester collaborative project asks: "Is the American Dream still alive?" In their English class, students read The Great Gatsby and write an essay on Fitzgerald’s interpretation on the American Dream. In their U.S. History class they create a brochure or magazine on the Harlem Renaissance. While in their Video class, groups create a 3 to 5 minute original piece video on your vision and interpretation of the American Dream. If they’re in Art class instead of Video, students create a five second and 60-drawing animation piece that includes three generations of musical roots: The first modern artist / musician, and one artist / musician that inspired them, and one artist / musician that inspired them for a total of three people.